3.3 6.3. Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.

It was quite clear that the majority of these young people were aware of potential dangers and were developing strategies to remain safe. [ However, they worried about avoiding or managing difficult situations or situations that had the potential to get out of control.
The majority of the students were also conscious of their own stage of development and experience and were prepared to take

advice from trusted, more experienced people in their family and friendship networks. Sometimes this was a parent; often it was an older sibling, cousin or family friend.
At the same time these young people expressed a wish to be able to learn to make their own decisions. A common question was: “How will we be able to look after ourselves if we don't learn how to by practising now?” They wanted to discuss issues and to be listened to, but expressed a reluctance to discuss some issues with adults who might become anxious, take over, forbid an activity or make a big deal out of the situation.
This approach is supported by the findings of the drug education initiative, The Backgrounds Project of the Victorian Department of Education Employment and Training, established in 1997. Students included in this project preferred an informal style of learning, where they could discuss their concerns and experiences with each other and develop their own strategies to deal with, or avoid, difficult situations.
This introduces a dilemma when we are teaching about personal safety. We need to consider how students can talk about private issues and learn to make their own decisions. At the same time we need to consider how adults and professionals can ensure that students are planning appropriately and making safe decisions. Using group work as a teaching strategy allows students to explore strategies and actions for developing personal safety plans. These plans can be checked by other students in the group and also by the teacher when using groups to report back their findings.
Teachers should be alert to and use protective interrupting strategies if students begin to disclose abuse in a group of peers. ]

Weegy: The Child Centered Approach promotes the right of the child to choose, make connections and communicate. It allows freedom for children to think, experience, explore, question and search for answers. [ [ It presents a creative celebration of children's work. ] ] (More)

Weegy: First and foremost, the child must be protected from further abuse. [ Social Services will need to be involved to find out:
what has happened
if it is likely to happen again
what steps are needed to protect the child.
Child Protection
After investigation, Social Services may be satisfied that the problems have been sorted out, and that the parents can now care for and protect the child properly. If so, they will remain involved only if the family wants their help. If Social Services are concerned that a child is being harmed, they will arrange a child protection case conference. The parents and professionals who know the child will be invited. A plan will be made to help the child and family and ensure that there is no further harm.
Help to look after the child
When a child has been abused within the family, the person involved is sometimes able to own up to what they have done and wants help. They can then be helped to look after their child better. Occasionally, the child may have to be taken away from the abusing adult because the risks of physical and emotional harm are too great. This can be for a short time, until things become safer, or may be permanent.
Specialist treatment
Many children need specialist treatment because of the abuse they have endured. Some receive help from family centres run by social services. If they are worried, depressed or being very difficult, the child and family might need help from the local child and adolescent mental health service. These specialists may work with the whole family, or with children and adolescents alone. Sometimes they work with teenagers in groups. Individual therapy can be especially helpful for children who have been sexually abused, or who have experienced severe trauma. Children who have suffered serious abuse or neglect can be difficult to care for, and the service can offer help and advice to parents and carers. ] (More)

Social services roles and responsibilities are:• To provide support for vulnerable children and families.NSPCC (National Society for the Prevention of Cruelty to Children) roles and responsibilities are:• Provides support for children and families in situations such as domestic violence, abuse.A Health Visitor’ s roles and responsibilities are:• A health visitor have crucial skills in protecting children from harm and abuse, they are one of the first to recognise children who are likely to be abused or neglected. A health visitor plays a big part in all stages of a child protection process including case reviews.General Practitioners (GP’s) roles and responsibilities are:• The role of a GP is to maintain their skills in recognising if a child is being abused or neglected.Probation officer roles and responsibilities are:• The main role of a Probation officer is to supervise offenders to help support them not to re-offend and to protect others from harm. Police roles and responsibilities are:• The main role of the Police is to prevent crime and disorder and protect all individuals.School roles and responsibilities are:• The role of the staff is to create and maintain a safe learning environment.Psychology service roles and responsibilities are:• Provide support for children who have experienced abuse or harm.School nurses roles and responsibilities are:• School nurses have regular contact with children from the ages of 5-19.